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Abstract:

This chapter aims to revisit the notion of argumentation that is currently used in science education. After acknowledging a consolidated tendency of linguistics-based approaches to the study of ‘school scientific argumentation’, the chapter proposes to shift the interest towards an examination of the epistemic aspects of argumentation, i.e. those that derive from its central participation in science as a process and as a product. The premise of the chapter is that the contributions of the philosophy and history of science and of other science studies and metatheoretical perspectives -which are here collectively called ‘HPS’-constitute a fruitful theoretical background to understand scientific arguments and arguing in educational settings. Based on this premise, five possible ‘bridges’ between argumentation and HPS are proposed; such bridges are identified through a ‘theory-directed’ literature review. © Springer Science+Business Media Dordrecht 2014.

Registro:

Documento: Parte de libro
Título:Revisiting school scientific argumentation from the perspective of the history and philosophy of science
Autor:Adúriz-Bravo, A.
Filiación:GEHyD-Grupo de Epistemología, Historia y Didáctica de las Ciencias Naturales, CeFIEC-Instituto de Investigaciones Centro de Formación e Investigación en Enseñanza de las Ciencias, Universidad de Buenos Aires, Ciudad Autónoma de Buenos Aires, Argentina
Año:2014
Página de inicio:1443
Página de fin:1472
DOI: http://dx.doi.org/10.1007/978-94-007-7654-8_45
Título revista:International Handbook of Research in History, Philosophy and Science Teaching
Título revista abreviado:International Handb. of Research in History, Philosophy and Science Teach.
Registro:https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_97894007_v_n_p1443_AdurizBravo

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Citas:

---------- APA ----------
(2014) . Revisiting school scientific argumentation from the perspective of the history and philosophy of science. International Handbook of Research in History, Philosophy and Science Teaching, 1443-1472.
http://dx.doi.org/10.1007/978-94-007-7654-8_45
---------- CHICAGO ----------
Adúriz-Bravo, A. "Revisiting school scientific argumentation from the perspective of the history and philosophy of science" . International Handbook of Research in History, Philosophy and Science Teaching (2014) : 1443-1472.
http://dx.doi.org/10.1007/978-94-007-7654-8_45
---------- MLA ----------
Adúriz-Bravo, A. "Revisiting school scientific argumentation from the perspective of the history and philosophy of science" . International Handbook of Research in History, Philosophy and Science Teaching, 2014, pp. 1443-1472.
http://dx.doi.org/10.1007/978-94-007-7654-8_45
---------- VANCOUVER ----------
Adúriz-Bravo, A. Revisiting school scientific argumentation from the perspective of the history and philosophy of science. International Handb. of Research in History, Philosophy and Science Teach. 2014:1443-1472.
http://dx.doi.org/10.1007/978-94-007-7654-8_45